Five Strategies for Questioning with Intention
“Embedded in the language we use are cues from which listeners interpret meaning and make inferences.”. I chose this sentence because these inferences that may be positive or negative can, and do become blurred at times. It may seem straight forward yet many times, these inferences can become “lost in translation” so to speak. Living in a culturally diverse place like Miami, these inferences maybe confusing when translated, largely due to cultural differences. What may seem as negative to one culture may seem perfectly positive to the other. “Good questions not only help students succeed in the specific assigned cognitive task, but also helps them learn how to cultivate the dispositions they will need to persist and succeed in all subject areas.” I chose this sentence because I had never truly realized just how important questions are. Thinking back on my times as a young student, I rarely remember having questions presented in a way that would help deepen my understanding of the topics being presented. I also realize that may have just been my perception of those questions because their intent was not made clear. Noting this led me to pause and look back at the times I have asked my students questions that may have been too vague or that lacked the basic knowledge required to answer questions of higher complexities. “They foster the realization that the puzzles and mysteries of life remain open to continual learning.” I chose this sentence because it is referring to questions that are so large that they have not yet been answered. Initially this felt like a practice that would cause stress or anxiety, yet looking at some of the world’s biggest questions such as those of religion and concepts like what, or who is God, these questions may just cause the opposite sentiments. “Questions are the gateway into students’ thinking.” I chose this phrase because many times adults become frustrated when children ask what we consider, too many questions. Using this perspective on questions helps one understand that questions provide insight into what children wonder, understand, and crave to continue exploring. “All levels of thinking are valid and necessary”. I chose this phrase because one might initially think that basic questions are unnecessary and lack the ability to cultivate thinking dispositions that formulate habits of mind. Yet basic questions set the platform to scaffold learning and deepen understanding that would otherwise be unreached. “Empowering assumptions”. I chose this phrase because building student’s self-esteem, efficacy, and growth mind-set are so often overlooked. Many times I have seen teachers respond without thinking. That action has lead them to create assumptions that discourage their students from cultivating growth mindsets and led them to become quiet and reserved out of fear of disappointing their teachers. “Reflection, internalize, philosophic.” I chose these words because they are some of what I consider, the more important notions found within thinking dispositions, habits of mind, and questioning with intention. Without the ability to reflect and internalize knowledge, one cannot pass on knowledge and help others discover their own considerations. The word philosophic is the embodiment of all these notions. When one is philosophical one wonders, reflects, questions, and continues to search for answers and knowledge throughout their lifetime. Thinking flexibly allowed me to better understand and interpret this reading. Using both egocentric and allocentric points of view I was able to draw from my own experience and those of my students, the comments they have made and the questions they have asked. Doing so has allowed me to apply the new knowledge I have gained from this reading through mental practice. By visualizing and shifting activities I have already conducted with my students towards similar, but refined learning experiences that include questioning with intention, I can attempt to prevent the wilting I endured at school for the learning stories my students will experience.
How can one practice scaffolding questions throughout their various levels in a manner that flows naturally from basic to more complex questioning?